Differentiated instruction An overview

Differentiated instructionAn overview

Students are different regarding..

Differentiation

Why is it important?Ensures equal access to learning contentFosters strong connections between teacher, learner and contentRelieves conflict in the learning environmentFosters independent, life-long learningBuilds on students skills, strengths and interests.Increases motivation and participation.Boosts self-confidence and feelings of self-worth.Promotes flexibility through choices made and problem-solving processes.

http://www.diffcentral.com/what-is-differentiated-instruction.htmlhttp://bcove.me/0r9eoeuahttps://www.teachingchannel.org/videos/differentiating-instructionhttp://bcove.me/7qgzg87lhttp://www.edutopia.org/stw-differentiated-instruction-learning-styles-videohttp://www.youtube.com/watch?v=PTWXt1Sl3GU&feature=player_embedded#at=91

Framework-Basic Components to addressContent-what to teach (skills, knowledge) and the means used to achieve learning goals

Framework-Basic Components to addressProcess - How to teach

Activities and StrategiesTiered using various levels of difficulty to address the same content Scaffold working a step further of what a learner can do alone (Zone of Proximal Development)Varied (Multi-sensory, Task-based, Motivating)

Flexible grouping ( readiness, interests, learning preference, randomly)Cooperative learning strategiesSetting classroom routines and classroom contractsMulti-leveled activities (texts, questions) Choice BoardsWeb questsDirect Instruction

Modified Assessment MethodsRe-teaching, Reviewing, Paraphrasing, Rephrasing, Retelling key concept ideas.Chunking instruction into shorter segments or Expanding assignments over longer periods (Variable pacing)Extending wait time for written/oral responses

ActivitiesStrategiesFlexible grouping varied and flexible grouping arrangementPlenary, small group, dyads, independent workStudents work with a variety of peers either as instructed by the teacher or by their own choice.The teacher can adopt different roles in the process (guide, monitor, supervisor, facilitator, mediator).Groups can be formed by standards of Readiness, Interests, Learning preference or randomly.Different techniques can be applied to group students and manage the process.http://www.learner.org/workshops/readingk2/session6/byw1.html

List of Activities to make key content accessible and meaningfulACTIVITIEs Visual Representations ( Graphs, Charts, Mind maps)Role playsParticipating in Group DiscussionsDrawingReading or creating Comic stripsParticipating in Drama activitiesProducing Journal entriesPointing to pictures, objectsDescribing characters, scenes, objects SummarizingProviding ExamplesEngaging in Hands-on Activities (use of manipulatives) Making SpeechesEngaging in Peer InterviewsFilling in QuestionnairesConducting Brainstorming activitiesPreviewing (text, video)Video viewing activities (video casts ) Engaging in Individual reading/ Team reading SessionsResponding to Open, multiple choice, True/False, Yes/ no QuestionsWriting Learning logsMaking Use of word banksDoing Follow-up activities( Enrichment and reflection)ReviewingExpressing emotions and feelingsSharing opinions, products, information, materialsThinkdotsTic-tac-toesCubing

List of materials to engage students and illustrate contentMATERIALs Different types of Dictionaries (Picture Dictionaries, Bilingual, Monolingual, Thesaurus et al)Videos with or without subtitles, transcriptsPicture filesFlashcardsRealia (Newspapers, magazines, objects)Works of Art/ GraffitiEncyclopediasScreen projectorsVideo GamesCrossword puzzlesListening materialAn infinite number of digital products like infographs and word clouds.Audio RecordingsPoems FictionSongsRhymesPlaysFairy talesComic StripsStory Books

Student Product-what students Know, Understand, are able to DoAssessment On-going, tightly linked to instruction Continual, accurateVariedExplorativePrecious feedback provider to all stakeholdersGuide to next steps or actions to be takenEncourages reflection and dialoguehttp://youtu.be/gFXbuE-21I4

FormalStandardizedFocused on outcomes and end productsTakes place at the end of a unit, term or school yearCertifies and rates according to achievement outcomes

Summative AssessmentFormative Assessment : A roadmap to effective instruction Types of AssessmentPre-assessment and Formative/Summative Assessment types to learn about student mastery of content, readiness level, background and interests.Initial skills assessmentEnd-of- year examsMid-term examsInformal TestsDiagnostic tests/Placement testsIndividual student performance notebooksPortfoliosQuestionnairesStudent surveysWriting samplesOral participation in various activities ( e.g. Classroom Discussion)Responses to various types of input information Learning style inventoriesTeacher/ peer ObservationChecklistsSelf-assessment/ Group Assessment docsStudent created productsStudent reflection (learning journal entries, Exit slips Technology tools to assess levels of retention and foster engagement and expansion of content

Learning Environment in a Differentiating ClassCOMPONENTSPhysical arrangement of the classroomLearning stationsMaterials/tools availableLevel of noiseAtmosphere, Classroom climateAssociations with community or state bodies, educational institutions, experts, agents.Mentor supportClassroom AidesStudent ServicesPeer Support SystemsAvailable ResourcesUse of technology to enhance enrichment of information, creativity and collaboration (social media, professional networks, technology co-coordinators) TEACHER-STUDENTSAffect- the key to effective learningHOW STUDENTS PERCEIVE THEMSELVES, THEIR PERFORMANCE, THEIR CLASSROOM, THEIR LEARNING AS A WHOLE Engagement of senses and emotions in the learning process.The Learning environment is a crucial factor either in hindering or promoting learning.Provides all interested parts with a sense of community and self-worth.Changes in value systems (beliefs, ideas, attitudes) pace with changes in the cognitive domain.

Asks crucial questions before setting off with the processWho am I teaching? Who are my students?What do they need to learn and be able to do? What is the key content about? How much is there to know about the main concept/s of the lesson?How are they going to achieve these goals?What resources and tools shall I need to facilitate and expand learning?How will I know the choices made have worked?Believes that all children can learn.

The teacher in the differentiating processLearning outcomes Any knowledge, skill or attitude the student exhibits at the end of a learning experience ConclusionDifferentiating instruction alone will not automatically improve student performance. Tomlinson (2000) points out that efforts to differentiate are most successful when they are combined with the use of a high-quality curriculum, research-based instructional strategies, well-designed activities that address the needs and interests of students, active learning, and student satisfaction with the lesson.http://www.education.com/reference/article/Ref_Teacher_s_Guide/?page=3 Retrieved on 28/8/13Quotes to think about"If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn't want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher's job." Donald Quinn (commercial artist and cartoonist)

Tell me and I forget, teach me and I may remember, involve me and I learn. Benjamin Franklin

"If a doctor, lawyer, or dentist had 40 people in his office at one time, all of whom had different needs, and some of whom didn't want to be there and were causing trouble, and the doctor, lawyer, or dentist, without assistance, had to treat them all with professional excellence for nine months, then he might have some conception of the classroom teacher's job." Donald Quinn (commercial artist and cartoonist)

21Resources and Creditshttp://minnetesol.org/journal/vol25_html_pages/17_Dahlman.htm Classroom strategies and tools for Differentiating Instruction in the ESL Classroomhttp://www.eduplace.com/science/profdev/articles/valentino.html Flexible Groupinghttp://irvington.k12.nj.us/depts/sdv/post_sub/12-13_Diff_Instr_Handbook.pdf Differentiated Instruction - How to Ensure Success for All Studentshttp://www.ericdigests.org/2001-2/elementary.html Differentiation of Instruction in the Elementary Grades-Carol Ann Tomlinsonhttp://www.edutopia.org/stw-differentiated-instruction-replication-tips Professinal development toolshttp://www.google.gr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=9&ved=0CH0QFjAI&url=http%3A%2F%2Feducation.alberta.ca%2Fapps%2Faisi%2Fliterature%2Fpdfs%2FFinal_Differentiated_Instruction.pdf&ei=XV8kUr7dAqjR7Abt2oDADw&usg=AFQjCNF0ixuedDVIF3ItUSC0KgBWDoQyUw&sig2 Differentiated Instruction: A Research Brief for Practitioners http://en.wikipedia.org/wiki/Differentiated_instruction Article on Wikipediahttp://daretodifferentiate.wikispaces.com/Professional+Development+Tools Professional Development Tools on Differentiation including valuable videos.http://daretodifferentiate.wikispaces.com/Choice+Boards Choice boardshttp://daretodifferentiate.wikispaces.com/Flexible+Grouping Flexible Groupinghttp://www.montgomeryschoolsmd.org/info/baldrige/staff/qualitytools.shtmQuality tools for building a positive classroom climatehttp://www.scholastic.com/teachers/article/8-lessons-learned-differentiating-instruction 8 Lessons Learned on Differentiating Instructionhttp://cainc.com/professional-development/topics/DiffInstruction/index.htm Differentiated instruction: success for every studenthttp://daretodifferentiate.wikispaces.com/Planning+for+and+Managing+Differentiation Planning for and managing Differentiationhttp://www.nldontario.org/articles/DifferentiatedClassroom.html Key Principles of a Differentiated Classroom

Resources and Credits (cont)http://www.bsu.edu/gate/Instruction/criticalquestions.htm Critical Questions about Tiered Lessonshttp://challengebychoice.wordpress.com/tiered-instruction-and-assessment/ Tiered Instruction andAssessment Tiered Instruction andAssessmenthttp://sped.lausd.net/sepg2s/pd/schwideintegration/diffinstruction/toolboxes/toolboxmod2.pdf Steps to provide differentiated instructionhttp://irvington.k12.nj.us/depts/sdv/post_sub/12-13_Diff_Instr_Handbook.pdfDifferentiated Instruction - How to Ensure Success for All Studentshttp://www.teachingenglish.org.uk/sites/teacheng/files/C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdfInnovations in learning technologies for English language teachinghttp://conservancy.umn.edu/bitstream/109954/1/A_Dahlman_P_Hoffman_S_Brauhn.pdf Classroom strategies and tools for differentiated instruction in the Esl classroomhttp://www.wida.us/ World class instructional design and assessmenthttp://www.eqa.edu.au/site/framingthought.html Framing thought. Literacy and Thinkinghttp://www.scholastic.com/teachers/classroom-solutions/2010/11/using-context-clues-create-independent-readers Predictograms Improve Reading Comprehensionhttp://www.learner.org/workshops/readingk2/session6/byw1.html Differentiating Instruction: Before You Watchhttp://www.diffcentral.com/ Ann Tomlinsons websitehttp://www.diffcentral.com/what-is-differentiated-instruction.html video illustrating the meaning of differentiation.http://www.education.com/reference/article/Ref_Teacher_s_Guide/ A Teacher's Guide to Differentiating Instruction